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Explain with, rather than explain to: How explainees shape their learning.

, , , , , и . CogSci, cognitivesciencesociety.org, (2022)

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Katharina J Rohlfing

Katharina Rohlfing

Henrike Charlotte Katharina Rohlfing

Katharina J Ollefs

Helmut Rohlfing

 

Другие публикации лиц с тем же именем

Toward designing a robot that learns actions from parental demonstrations., , и . ICRA, стр. 3545-3550. IEEE, (2008)Preschoolers' engagement in social interaction with an autonomous robotic system., , , и . ICDL-EPIROB, стр. 210-216. IEEE, (2016)Developing feedback: How children of different age contribute to a tutoring interaction with adults., , , , , и . ICDL, стр. 76-81. IEEE, (2010)Contingency allows the robot to spot the tutor and to learn from interaction., , , , , , , и . ICDL-EPIROB, стр. 1-8. IEEE, (2011)Contrastiveness in the context of action demonstration: an eye-tracking study on its effects on action perception and action recall., и . CogSci, cognitivesciencesociety.org, (2023)Under Co-construction: Toward the Social Design of Explainable AI Systems.. ITiCSE (1), стр. 1. ACM, (2021)Integration of sensorimotor mappings by making use of redundancies., , и . IJCNN, стр. 1-8. IEEE, (2012)Is talking to a simulated robot like talking to a child?, , , и . ICDL-EPIROB, стр. 1-6. IEEE, (2011)A competitive mechanism for self-organized learning of sensorimotor mappings., , и . ICDL-EPIROB, стр. 1-6. IEEE, (2011)Language Meddles with Infants' Processing of Observed Actions., , , , и . Front. Robotics and AI, (2016)